Tracking Secondary School Students: A Qualitative Investigation of an Online Student Monitoring System with Parent Portal
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| Title: | Tracking Secondary School Students: A Qualitative Investigation of an Online Student Monitoring System with Parent Portal |
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| Language: | English |
| Authors: | Eline M. Meuleman (ORCID |
| Source: | Journal of School Health. 2026 96(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Students, Progress Monitoring, Educational Technology, Parent Participation, Parent Student Relationship, Student Attitudes, Parent Attitudes, Foreign Countries, Secondary School Teachers, Parent Teacher Cooperation, Teacher Attitudes |
| Geographic Terms: | Netherlands |
| DOI: | 10.1111/josh.70097 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: The transition to secondary school brings academic and social challenges, with student monitoring systems offering real-time insights to enhance communication between students, parents, and teachers. While these systems improve tracking and support, their effects on student autonomy, wellbeing, and parent-child dynamics are understudied. Methods: This exploratory research examines the perspectives of five students, seven parents, and twelve teachers using Dutch secondary school systems with parent portals, by conducting semi-structured interviews. Results: Results of the interviews show benefits such as improved teacher communication and better parental support for students but also challenges such as increased teacher workload and concerns over student privacy, autonomy, and well-being. Implications for School Health Policy, Practice, and Equity: Schools should balance the benefits of student monitoring systems with their impact on autonomy and well-being. While progress tracking is valuable, unrestricted parental access may lead to over-monitoring. Limiting access to designated times (e.g., four times a year) can preserve student independence while keeping parents informed. Conclusion: The study highlights the need for balanced system design to protect students' wellbeing and autonomy while enhancing educational collaboration. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491975 |
| Database: | ERIC |
| Abstract: | Background: The transition to secondary school brings academic and social challenges, with student monitoring systems offering real-time insights to enhance communication between students, parents, and teachers. While these systems improve tracking and support, their effects on student autonomy, wellbeing, and parent-child dynamics are understudied. Methods: This exploratory research examines the perspectives of five students, seven parents, and twelve teachers using Dutch secondary school systems with parent portals, by conducting semi-structured interviews. Results: Results of the interviews show benefits such as improved teacher communication and better parental support for students but also challenges such as increased teacher workload and concerns over student privacy, autonomy, and well-being. Implications for School Health Policy, Practice, and Equity: Schools should balance the benefits of student monitoring systems with their impact on autonomy and well-being. While progress tracking is valuable, unrestricted parental access may lead to over-monitoring. Limiting access to designated times (e.g., four times a year) can preserve student independence while keeping parents informed. Conclusion: The study highlights the need for balanced system design to protect students' wellbeing and autonomy while enhancing educational collaboration. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70097 |
